Linking representations of equality in first-grade mathematics lessons in China
Author:
Funder
National Science Foundation
University of Wisconsin-Madison
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Education
Link
https://link.springer.com/content/pdf/10.1007/s10671-023-09334-7.pdf
Reference32 articles.
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2. Alibali, M. W., Nathan, M. J., Wolfgram, M. S., Church, R. B., Jacobs, S. A., Martinez, J., & Knuth, E. J. (2014). How teachers link ideas in mathematics instruction using speech and gesture: A corpus analysis. Cognition and Instruction, 32(1), 65–100. https://doi.org/10.1080/07370008.2013.858161
3. Alibali, M. W., Nathan, M. J., Church, R. B., Wolfgram, M. S., Kim, S., & Knuth, E. J. (2013). Gesture and speech in mathematics lessons: Forging common ground by resolving trouble spots. ZDM: The International Journal on Mathematics Education, 45, 425–440. https://doi.org/10.1007/s11858-012-0476-0
4. Baroody, A., & Ginsburg, H. (1983). The effects of instruction on children’s understanding of the “equals” sign. Elementary School Journal, 84, 199–212.
5. Capraro, R. M., Capraro, M. M., Ding, M., & Li, X. (2007). Thirty years of research: Interpretations of the equal sign in China and the USA. Psychological Reports, 101, 784–786.
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